Content Covered: Scope & Sequence

Place Value/Addition and Subtraction

1. Read and write six-digit whole numbers in standard form, expanded form, and word form.
2. Use patterns within the base 10 system to determine and explain, both orally and in writing, the place and value of each digit in a six-digit number (for example, in 165,724, the 5 represents 5 thousands and its value is 5,000).
3. Break down and build up numbers up to 9,999 in multiple ways according to place value (for example, 256 can be 1 hundred, 14 tens, 16 ones, or 25 tens, 6 ones), with and without models.
4. Decide and explain whether an estimate or an exact answer is needed when solving single-step and multistep real-life problems involving addition and subtraction, where the numbers do not exceed 1,000.
5. Use strategies (like rounding to the nearest 10 or 100, using compatible numbers, and other number relationships) to estimate the answer for single-step or multistep addition or subtraction problems, including real-life situations, where the numbers do not exceed 1,000.
6. Use strategies (like place value, properties of addition, and other number relationships) and algorithms, including the standard algorithm, to find the sum or difference of two whole numbers where the numbers do not exceed 1,000.
7. Identify and use the appropriate symbol to show if expressions are equal or not equal (for example, 256 – 13 = 220 + 23; 457 + 100 ≠ 557 + 100).
8. Show, solve, and explain solutions to single-step and multistep real-life problems involving addition and subtraction with whole numbers where the numbers do not exceed 1,000.

Multiplication and Division

1. Show multiplication and division of whole numbers through 10 × 10, including in real-life situations, using different approaches and models (like repeated addition/subtraction, equal-sized groups/sharing, arrays, equal jumps on a number line, and skip counting).
2. Use inverse relationships to write related facts connected to a given model for multiplication and division of whole numbers through 10 × 10.
3. Use strategies (like place value, the properties of multiplication, and/or addition) when multiplying and dividing whole numbers.
4. Show fluency with multiplication facts through 10 × 10 by using reasoning strategies (like doubling, adding a group, subtracting a group, near squares, and inverse relationships).
5. Show, solve, and explain solutions to single-step real-life problems that involve multiplication and division of whole numbers through 10 × 10.
6. Quickly recall multiplication facts through 10 × 10 and the corresponding division facts.
7. Create an equation to represent the mathematical relationship between equivalent expressions using multiplication and/or division facts through 10 × 10 (for example, 4 × 3 = 14 – 2, 35 ÷ 5 = 1 × 7).

Geometry

1. Describe a polygon as a closed plane figure made of at least three line segments that do not cross.
2. Classify figures as polygons or not polygons and explain your reasoning.
3. Identify and describe triangles, quadrilaterals, pentagons, hexagons, and octagons in different orientations, with and without real-life examples.
4. Identify and name examples of polygons (triangles, quadrilaterals, pentagons, hexagons, octagons) in the environment.
5. Classify and compare different polygons (triangles, quadrilaterals, pentagons, hexagons, octagons).
6. Combine up to three polygons, each having three or four sides, and name the resulting polygon (triangles, quadrilaterals, pentagons, hexagons, octagons).
7. Subdivide a three-sided or four-sided polygon into up to three parts and name the resulting polygons.

Fractions

1. Represent, name, and write a given fraction (proper or improper) or mixed number with denominators of 2, 3, 4, 5, 6, 8, and 10 using:
2. Region/area models (like pie pieces, pattern blocks, geoboards)
3. Length models (like paper fraction strips, fraction bars, rods, number lines)
4. Set models (like chips, counters, cubes)
5. Identify a fraction represented by a model as the sum of unit fractions.
6. Use a model of a fraction greater than one to count the fractional parts to name and write it as an improper fraction and as a mixed number (for example, 1/4, 2/4, 3/4, 4/4, 5/4 = 1 1/4).
7. Compose and decompose fractions (proper and improper) with denominators of 2, 3, 4, 5, 6, 8, and 10 in multiple ways (for example, 7/4 = 4/4 + 3/4 or 4/6 = 3/6 + 1/6 = 2/6 + 2/6) using models.
8. Compare a fraction, less than or equal to one, to the benchmarks of 0, 1/2, and 1 using area/region models, length models, and without models.
9. Compare two fractions (proper or improper) and/or mixed numbers with like numerators of 2, 3, 4, 5, 6, 8, and 10 (for example, 2/3 > 2/8) using words (greater than, less than, equal to) and/or symbols (>, <, =), using area/region models, length models, and without models.
10. Compare two fractions (proper or improper) and/or mixed numbers with like denominators of 2, 3, 4, 5, 6, 8, and 10 (for example, 3/6 < 4/6) using words (greater than, less than, equal to) and/or symbols (>, <, =), using area/region models, length models, and without models.
11. Show equivalent fractions with denominators of 2, 3, 4, 5, 6, 8, or 10 using region/area models and length models.

Measurement, Perimeter, and Area

1. Explain whether an estimate or an exact measurement is needed for a real-life situation and choose the appropriate unit.
2. Estimate and measure:
3. The length of an object to the nearest U.S. Customary unit (½ inch, inch, foot, yard) and metric unit (centimeter, meter).
4. The weight/mass of an object to the nearest U.S. Customary unit (pound) and metric unit (kilogram).
5. The liquid volume to the nearest U.S. Customary unit (cup, pint, quart, gallon) and metric unit (liter).
6. Compare your estimates of length, weight/mass, or liquid volume with the actual measurements.
7. Solve problems, including real-life situations, involving area:
8. Describe and give examples of area as a measurement in real-life situations.
9. Estimate and determine the area of a given surface by counting the number of square units, describe the measurement (using the number and unit), and explain why the measurement is correct.
10. Solve problems, including real-life situations, involving perimeter:
11. Describe and give examples of perimeter as a measurement in real-life situations.
12. Estimate and measure the distance around a polygon (with no more than six sides) to determine the perimeter and explain why the measurement is correct.
13. Given the lengths of all sides of a polygon, determine the perimeter.

Time and Money

1. Tell and write time to the nearest minute using analog and digital clocks.
2. Match a written time to the time shown on analog and digital clocks to the nearest minute.
3. Solve single-step real-life problems involving elapsed time in one-hour increments within a 12-hour period (within a.m. or within p.m.) when given:
4. The starting time and the ending time, determine the amount of time that has passed.
5. The starting time and the amount of elapsed time in one-hour increments, determine the ending time.
6. The ending time and the amount of elapsed time in one-hour increments, determine the starting time.
7. Determine the value of a collection of bills and coins whose total is $5.00 or less.
8. Construct a set of bills and coins to total a given amount of money whose value is $5.00 or less.
9. Compare the values of two sets of coins or two sets of bills and coins, up to $5.00, using words (greater than, less than, equal to) and/or symbols (>, <, =) with concrete or pictorial models.
10. Solve real-life problems to make change from $5.00 or less by using counting on or counting back strategies with concrete or pictorial models.

Data

1. Ask questions that require collecting or finding data.
2. Figure out what data is needed to answer a question and collect or find the data (limited to 30 or fewer data points for no more than eight categories) using various methods (like polls, observations, tallies).
3. Organize and represent a data set using pictographs that include an appropriate title, labeled axes, and a key. Each pictograph symbol should represent 1, 2, 5, or 10 data points.
4. Organize and represent a data set using bar graphs with a title and labeled axes, with and without the use of technology tools. Choose and use an appropriate scale (increments limited to multiples of 1, 2, 5, or 10).
5. Analyze data represented in pictographs and bar graphs, and communicate results orally and in writing:
6. Describe the categories of data and the data as a whole.
7. Identify parts of the data that have special characteristics, including categories with the most, least, or the same amount.
8. Make inferences about data represented in pictographs and bar graphs.
9. Use characteristics of the data to draw conclusions and make predictions.
10. Solve one- and two-step addition and subtraction problems using data from pictographs and bar graphs.

Class Introduction Video

Coming soon…

✨ 🍋 ✨ Why Lemons-Aid? ✨ 🍋 ✨

A BIBLICAL WORLDVIEW: The Bible, infallible and inerrant, is the very written word of God, who has revealed Himself to man. The Bible is like the light we cast on all content areas in order to understand it, whether that be literature, physical science, history, or geometry. Students learn all content through a Biblical lens. Theology is important for understanding all subject areas. We carefully curate courses that capture learners’ imagination while pointing them to God through sound doctrine. THIS is most important!

RICH CONTENT / CORE KNOWLEDGE: While other schools and systems try to align their content to broad standards that are vague and open to wild interpretations, we focus our content on what students should know and be able to do so they see the world biblically and head into their adult lives filled with knowledge, wisdom, and mastery of skill such as computing and writing. For over a century, progressive education reform has been “anti-content,” which means they de-emphasize rich content and focus instructional time on things such as self-esteem and “skills” they hope will benefit a learner in the future. This is why American kids do so poorly in testing compared to nations with content-rich curricula. We want our learners to increase in knowledge and grow in wisdom, which our content-area experts foster while teaching.

EXPLICIT TEACHING: We understand the skills and concepts students need to learn and know how to teach them. Lemons-Aid’s materials are top-notch, organized, and clear for students and parents to understand. We are especially skilled at breaking down a complicated process into understandable parts. Further, explicit instruction is “a structured, systematic, and effective methodology for teaching academic skills. It is called explicit because it is an unambiguous and direct approach to teaching that includes both instructional design and delivery procedures. Explicit instruction is characterized by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved.”

• Explicit Instruction: Effective and Efficient Teaching by Anita L. Archer and Charles A. Hughes.

Anita Archer trained Mrs. Lemons in workshops, and it changed her teaching. Read a little more about the research behind explicit teaching here and here.

STUDENT ACCOUNTABILITY = ACHIEVEMENT: Students master skills with us and make gains. We have a high degree of accountability. Since we make promises here and parents are paying good money, we understand you trust us to work! Students have to work too, and let’s be honest: they’re kids and don’t always want to. We push it. We teach them how to stay engaged, we cold-call on kids, we tell them to use the chatbox, and we want them to use emojis! If they are resistant, we contact the student through the teacher tab first. If that doesn’t work, we call in the big guns–Mom and Dad. We want kids to learn. We don’t want them to pass through our classes without gaining skills and doing great learning.

DO HARD THINGS. Boost your confidence, master new skills, learn new concepts. This takes a commitment to do hard things. Like the standards we have for our teachers, we also expect our learners to do hard things, whether that means they stand firm in their convictions, learn geometry, write an essay, or give an oral presentation. You can do hard things!

HEALTHY RELATIONSHIPS: To balance our high expectations for their learning and behavior, we build relationships with them. We want them to know we care about and know them. We’ll ask about their play last weekend or the new trick they’re trying to master on the skateboard. We also want students to get to know each other and encourage community engagement.

DEPENDABLE: Multiple teachers are teaching this class, and we have an entire year of lessons planned and scheduled. Since we are a mission-driven organization, we protect our brand and the relationships with our families. We are accountable to our learners. When things come up for teachers, we work to get substitutes and do everything we can before canceling a class. We do not like canceling or changing, and we often teach classes at a loss to give others a chance to join. We have limits, of course, but we are not flippant or irresponsible about canceling! When things come up for students, since we have multiple sections, they can transfer from section to section. All our teachers teach the same content the same week, giving families even more flexibility!

TEACHER FEEDBACK: The back-and-forth work between a student and teacher significantly benefits a student if done well. We follow best practices in designing class time, assignments, and routines. According to Pennington Publishing, effective writing feedback (or grading) is:

• Specific, not general
• Immediate, not postponed
• Routine with a revision / feedback cycle
• Explanatory
• The right amount
• Targeted to the most critical issues
• Varied (written, audio, and video comments)
• Holding students accountable

WORKSHOP TIME: We use “workshop time” so students will work while the teacher answers questions, gets them started, and holds them accountable. In a writing class, the teacher “visits” learners on their Google Documents and watches and helps them write. The immediacy of the feedback/revision cycle with the instructor allows writers to improve rapidly. Additionally, once we started using this method in writing classes, we saw nearly a 100% completion rate in student essays!

GRAPHIC ORGANIZERS: Students need graphic organizers to help them see the structure and breakdown of a concept or process. For example, we use them to help learners understand how to write a paragraph or essay and to use the writing process. This is how they learn to develop coherent ideas. They don’t figure out how to do this magically; the graphic organizers and the intentional, explicit teaching help them learn the skills!

STUDENT MASTERY: Each class includes explicit, direct instruction with teacher modeling. Students are guided toward mastery of skills and understandings to grasp the concepts and become independent. Students are held to a high standard of academic work, including often ignored skills like the use of grammar and neatness in math.

STUDY THE BEAUTIFUL

We are surrounded by the mediocre, which is not good! We see this in expectations at some schools, the poor customer service at a store, and even architecture like in a gray, uninspiring complex of high-occupancy housing.

In contrast, we are surrounded by the beautiful, which is good! We see the beautiful in classic literature, music, and beautiful architecture like pictured here.

The mediocre demoralizes learners while the beautiful inspires.

At Lemons-Aid Learning, we study the beautiful: classic literature, artful sentence construction, art, poetry, maths, God’s hand in all of history, and God’s very creation. His creation glorifies Him, and in our study of all content areas, we learn about who God is.

We do not compromise. This means we don’t choose a graphic novel of Shakespeare’s A Midsummer Night’s Dream. We read the original play. We know how to make the complexity and beauty of classic study approachable and understandable to a modern audience. It’s more difficult, but worth the effort!

CUSTOMER SERVICE

We serve the Lord and we work hard for families. We work to give quick responses to questions, authentic and careful feedback, and to solve any conflict. As home educators ourselves, familiar with the joys and struggles of teaching our own children, we can relate! We are supporting families, equipping learners, and serving Christ. We are 100% devoted to Him and to you!

To read more about our teaching and learning methods, read our blogs, written by our teachers and staff.

The Lemons-Aid Team

Lemons-Aid teachers have a few things in common.
❤️ They love their students and value each of their unique strengths and personalities that make our classes special. Our classes can be described as fun, personal, academic, challenging, and supportive.
🤩 We work to keep learners engaged, so there is always a degree of student accountability for their attention and focus, whether that be through asking them direct questions or by using the chatbox.
💭 We know all kids can learn, but sometimes things are hard! To support students, we teach them how to develop effective thinking and learning habits that will bring them success in class and in life.
🌟 Building relationships with students so they know we care about them helps us balance the high expectations we have for them regarding their effort, work quality, and behavior. Our students are encouraged, cared for, and they achieve!

Christian Teachers on Outschool

Lemons-Aid Coupon Code:
We want to serve you on Lemons-Aid! For first-time learners on Lemons-Aid, you can use the coupon code Newbie20 to get $20 off your first class.

Outschool Coupon Code:
If the schedule on this platform doesn’t work for you, we will happily teach you on Outschool, but we can’t talk about Jesus. Use this referral code and get $20 off your first class on Outschool: LEMONSA2020

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